The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car

Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learn...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Jianxin Liao [verfasserIn] Jingmin Yang [verfasserIn] Wenjie Zhang [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	artificial intelligence intelligent car learning model multiple evaluation stem education

Übergeordnetes Werk:	In: International Journal of Emerging Technologies in Learning (iJET) - Kassel University Press, 2017, 16(2021), 21, Seite 100-120
Übergeordnetes Werk:	volume:16 ; year:2021 ; number:21 ; pages:100-120

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3991/ijet.v16i21.25001

Katalog-ID:	DOAJ060583436

Internformat


LEADER	01000caa a22002652 4500
001	DOAJ060583436
003	DE-627
005	20230309003256.0
007	cr uuu---uuuuu
008	230228s2021 xx \|\|\|\|\|o 00\| \|\|eng c
024	7		\|a 10.3991/ijet.v16i21.25001 \|2 doi
035			\|a (DE-627)DOAJ060583436
035			\|a (DE-599)DOAJ3d8aa1999bd4497bbab9423acb6b13eb
040			\|a DE-627 \|b ger \|c DE-627 \|e rakwb
041			\|a eng
050		0	\|a T58.5-58.64
100	0		\|a Jianxin Liao \|e verfasserin \|4 aut
245	1	4	\|a The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car
264		1	\|c 2021
336			\|a Text \|b txt \|2 rdacontent
337			\|a Computermedien \|b c \|2 rdamedia
338			\|a Online-Ressource \|b cr \|2 rdacarrier
520			\|a Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model.
650		4	\|a artificial intelligence
650		4	\|a intelligent car
650		4	\|a learning model
650		4	\|a multiple evaluation
650		4	\|a stem education
653		0	\|a Education
653		0	\|a L
653		0	\|a Information technology
700	0		\|a Jingmin Yang \|e verfasserin \|4 aut
700	0		\|a Wenjie Zhang \|e verfasserin \|4 aut
773	0	8	\|i In \|t International Journal of Emerging Technologies in Learning (iJET) \|d Kassel University Press, 2017 \|g 16(2021), 21, Seite 100-120 \|w (DE-627)51597630X \|w (DE-600)2244179-7 \|x 18630383 \|7 nnns
773	1	8	\|g volume:16 \|g year:2021 \|g number:21 \|g pages:100-120
856	4	0	\|u https://doi.org/10.3991/ijet.v16i21.25001 \|z kostenfrei
856	4	0	\|u https://doaj.org/article/3d8aa1999bd4497bbab9423acb6b13eb \|z kostenfrei
856	4	0	\|u https://online-journals.org/index.php/i-jet/article/view/25001 \|z kostenfrei
856	4	2	\|u https://doaj.org/toc/1863-0383 \|y Journal toc \|z kostenfrei
912			\|a GBV_USEFLAG_A
912			\|a SYSFLAG_A
912			\|a GBV_DOAJ
912			\|a GBV_ILN_11
912			\|a GBV_ILN_20
912			\|a GBV_ILN_22
912			\|a GBV_ILN_23
912			\|a GBV_ILN_24
912			\|a GBV_ILN_31
912			\|a GBV_ILN_39
912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_65
912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_74
912			\|a GBV_ILN_95
912			\|a GBV_ILN_105
912			\|a GBV_ILN_110
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_213
912			\|a GBV_ILN_230
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
912			\|a GBV_ILN_2010
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_2025
912			\|a GBV_ILN_2031
912			\|a GBV_ILN_2038
912			\|a GBV_ILN_2044
912			\|a GBV_ILN_2086
912			\|a GBV_ILN_2507
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4035
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4249
912			\|a GBV_ILN_4305
912			\|a GBV_ILN_4306
912			\|a GBV_ILN_4307
912			\|a GBV_ILN_4313
912			\|a GBV_ILN_4322
912			\|a GBV_ILN_4323
912			\|a GBV_ILN_4324
912			\|a GBV_ILN_4325
912			\|a GBV_ILN_4326
912			\|a GBV_ILN_4338
912			\|a GBV_ILN_4367
912			\|a GBV_ILN_4700
951			\|a AR
952			\|d 16 \|j 2021 \|e 21 \|h 100-120

Indexfelder

author_variant	j l jl j y jy w z wz
matchkey_str	article:18630383:2021----::hsuetetrdtmerigoebsdnriiilnelgnerjca
hierarchy_sort_str	2021
callnumber-subject-code	T
publishDate	2021
allfields	10.3991/ijet.v16i21.25001 doi (DE-627)DOAJ060583436 (DE-599)DOAJ3d8aa1999bd4497bbab9423acb6b13eb DE-627 ger DE-627 rakwb eng T58.5-58.64 Jianxin Liao verfasserin aut The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model. artificial intelligence intelligent car learning model multiple evaluation stem education Education L Information technology Jingmin Yang verfasserin aut Wenjie Zhang verfasserin aut In International Journal of Emerging Technologies in Learning (iJET) Kassel University Press, 2017 16(2021), 21, Seite 100-120 (DE-627)51597630X (DE-600)2244179-7 18630383 nnns volume:16 year:2021 number:21 pages:100-120 https://doi.org/10.3991/ijet.v16i21.25001 kostenfrei https://doaj.org/article/3d8aa1999bd4497bbab9423acb6b13eb kostenfrei https://online-journals.org/index.php/i-jet/article/view/25001 kostenfrei https://doaj.org/toc/1863-0383 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2021 21 100-120
spelling	10.3991/ijet.v16i21.25001 doi (DE-627)DOAJ060583436 (DE-599)DOAJ3d8aa1999bd4497bbab9423acb6b13eb DE-627 ger DE-627 rakwb eng T58.5-58.64 Jianxin Liao verfasserin aut The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model. artificial intelligence intelligent car learning model multiple evaluation stem education Education L Information technology Jingmin Yang verfasserin aut Wenjie Zhang verfasserin aut In International Journal of Emerging Technologies in Learning (iJET) Kassel University Press, 2017 16(2021), 21, Seite 100-120 (DE-627)51597630X (DE-600)2244179-7 18630383 nnns volume:16 year:2021 number:21 pages:100-120 https://doi.org/10.3991/ijet.v16i21.25001 kostenfrei https://doaj.org/article/3d8aa1999bd4497bbab9423acb6b13eb kostenfrei https://online-journals.org/index.php/i-jet/article/view/25001 kostenfrei https://doaj.org/toc/1863-0383 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2021 21 100-120
allfields_unstemmed	10.3991/ijet.v16i21.25001 doi (DE-627)DOAJ060583436 (DE-599)DOAJ3d8aa1999bd4497bbab9423acb6b13eb DE-627 ger DE-627 rakwb eng T58.5-58.64 Jianxin Liao verfasserin aut The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model. artificial intelligence intelligent car learning model multiple evaluation stem education Education L Information technology Jingmin Yang verfasserin aut Wenjie Zhang verfasserin aut In International Journal of Emerging Technologies in Learning (iJET) Kassel University Press, 2017 16(2021), 21, Seite 100-120 (DE-627)51597630X (DE-600)2244179-7 18630383 nnns volume:16 year:2021 number:21 pages:100-120 https://doi.org/10.3991/ijet.v16i21.25001 kostenfrei https://doaj.org/article/3d8aa1999bd4497bbab9423acb6b13eb kostenfrei https://online-journals.org/index.php/i-jet/article/view/25001 kostenfrei https://doaj.org/toc/1863-0383 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2021 21 100-120
allfieldsGer	10.3991/ijet.v16i21.25001 doi (DE-627)DOAJ060583436 (DE-599)DOAJ3d8aa1999bd4497bbab9423acb6b13eb DE-627 ger DE-627 rakwb eng T58.5-58.64 Jianxin Liao verfasserin aut The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model. artificial intelligence intelligent car learning model multiple evaluation stem education Education L Information technology Jingmin Yang verfasserin aut Wenjie Zhang verfasserin aut In International Journal of Emerging Technologies in Learning (iJET) Kassel University Press, 2017 16(2021), 21, Seite 100-120 (DE-627)51597630X (DE-600)2244179-7 18630383 nnns volume:16 year:2021 number:21 pages:100-120 https://doi.org/10.3991/ijet.v16i21.25001 kostenfrei https://doaj.org/article/3d8aa1999bd4497bbab9423acb6b13eb kostenfrei https://online-journals.org/index.php/i-jet/article/view/25001 kostenfrei https://doaj.org/toc/1863-0383 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2021 21 100-120
allfieldsSound	10.3991/ijet.v16i21.25001 doi (DE-627)DOAJ060583436 (DE-599)DOAJ3d8aa1999bd4497bbab9423acb6b13eb DE-627 ger DE-627 rakwb eng T58.5-58.64 Jianxin Liao verfasserin aut The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model. artificial intelligence intelligent car learning model multiple evaluation stem education Education L Information technology Jingmin Yang verfasserin aut Wenjie Zhang verfasserin aut In International Journal of Emerging Technologies in Learning (iJET) Kassel University Press, 2017 16(2021), 21, Seite 100-120 (DE-627)51597630X (DE-600)2244179-7 18630383 nnns volume:16 year:2021 number:21 pages:100-120 https://doi.org/10.3991/ijet.v16i21.25001 kostenfrei https://doaj.org/article/3d8aa1999bd4497bbab9423acb6b13eb kostenfrei https://online-journals.org/index.php/i-jet/article/view/25001 kostenfrei https://doaj.org/toc/1863-0383 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 16 2021 21 100-120
language	English
source	In International Journal of Emerging Technologies in Learning (iJET) 16(2021), 21, Seite 100-120 volume:16 year:2021 number:21 pages:100-120
sourceStr	In International Journal of Emerging Technologies in Learning (iJET) 16(2021), 21, Seite 100-120 volume:16 year:2021 number:21 pages:100-120
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	artificial intelligence intelligent car learning model multiple evaluation stem education Education L Information technology
isfreeaccess_bool	true
container_title	International Journal of Emerging Technologies in Learning (iJET)
authorswithroles_txt_mv	Jianxin Liao @@aut@@ Jingmin Yang @@aut@@ Wenjie Zhang @@aut@@
publishDateDaySort_date	2021-01-01T00:00:00Z
hierarchy_top_id	51597630X
id	DOAJ060583436
language_de	englisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ060583436</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230309003256.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2021 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3991/ijet.v16i21.25001</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ060583436</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ3d8aa1999bd4497bbab9423acb6b13eb</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">T58.5-58.64</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Jianxin Liao</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">artificial intelligence</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">intelligent car</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning model</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">multiple evaluation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">stem education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Information technology</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Jingmin Yang</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Wenjie Zhang</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">International Journal of Emerging Technologies in Learning (iJET)</subfield><subfield code="d">Kassel University Press, 2017</subfield><subfield code="g">16(2021), 21, Seite 100-120</subfield><subfield code="w">(DE-627)51597630X</subfield><subfield code="w">(DE-600)2244179-7</subfield><subfield code="x">18630383</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:16</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:21</subfield><subfield code="g">pages:100-120</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.3991/ijet.v16i21.25001</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/3d8aa1999bd4497bbab9423acb6b13eb</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://online-journals.org/index.php/i-jet/article/view/25001</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1863-0383</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2010</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2025</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2031</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2038</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2507</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4035</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">16</subfield><subfield code="j">2021</subfield><subfield code="e">21</subfield><subfield code="h">100-120</subfield></datafield></record></collection>
callnumber-first	T - Technology
author	Jianxin Liao
spellingShingle	Jianxin Liao misc T58.5-58.64 misc artificial intelligence misc intelligent car misc learning model misc multiple evaluation misc stem education misc Education misc L misc Information technology The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car
authorStr	Jianxin Liao
ppnlink_with_tag_str_mv	@@773@@(DE-627)51597630X
format	electronic Article
delete_txt_mv	keep
author_role	aut aut aut
collection	DOAJ
remote_str	true
callnumber-label	T58
illustrated	Not Illustrated
issn	18630383
topic_title	T58.5-58.64 The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car artificial intelligence intelligent car learning model multiple evaluation stem education
topic	misc T58.5-58.64 misc artificial intelligence misc intelligent car misc learning model misc multiple evaluation misc stem education misc Education misc L misc Information technology
topic_unstemmed	misc T58.5-58.64 misc artificial intelligence misc intelligent car misc learning model misc multiple evaluation misc stem education misc Education misc L misc Information technology
topic_browse	misc T58.5-58.64 misc artificial intelligence misc intelligent car misc learning model misc multiple evaluation misc stem education misc Education misc L misc Information technology
format_facet	Elektronische Aufsätze Aufsätze Elektronische Ressource
format_main_str_mv	Text Zeitschrift/Artikel
carriertype_str_mv	cr
hierarchy_parent_title	International Journal of Emerging Technologies in Learning (iJET)
hierarchy_parent_id	51597630X
hierarchy_top_title	International Journal of Emerging Technologies in Learning (iJET)
isfreeaccess_txt	true
familylinks_str_mv	(DE-627)51597630X (DE-600)2244179-7
title	The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car
ctrlnum	(DE-627)DOAJ060583436 (DE-599)DOAJ3d8aa1999bd4497bbab9423acb6b13eb
title_full	The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car
author_sort	Jianxin Liao
journal	International Journal of Emerging Technologies in Learning (iJET)
journalStr	International Journal of Emerging Technologies in Learning (iJET)
callnumber-first-code	T
lang_code	eng
isOA_bool	true
recordtype	marc
publishDateSort	2021
contenttype_str_mv	txt
container_start_page	100
author_browse	Jianxin Liao Jingmin Yang Wenjie Zhang
container_volume	16
class	T58.5-58.64
format_se	Elektronische Aufsätze
author-letter	Jianxin Liao
doi_str_mv	10.3991/ijet.v16i21.25001
author2-role	verfasserin
title_sort	student-centered stem learning model based on artificial intelligence project: a case study on intelligent car
callnumber	T58.5-58.64
title_auth	The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car
abstract	Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model.
abstractGer	Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model.
abstract_unstemmed	Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model.
collection_details	GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700
container_issue	21
title_short	The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car
url	https://doi.org/10.3991/ijet.v16i21.25001 https://doaj.org/article/3d8aa1999bd4497bbab9423acb6b13eb https://online-journals.org/index.php/i-jet/article/view/25001 https://doaj.org/toc/1863-0383
remote_bool	true
author2	Jingmin Yang Wenjie Zhang
author2Str	Jingmin Yang Wenjie Zhang
ppnlink	51597630X
callnumber-subject	T - General Technology
mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
doi_str	10.3991/ijet.v16i21.25001
callnumber-a	T58.5-58.64
up_date	2024-07-03T15:50:50.352Z
_version_	1803573631757844480
fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ060583436</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230309003256.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2021 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3991/ijet.v16i21.25001</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ060583436</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ3d8aa1999bd4497bbab9423acb6b13eb</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">T58.5-58.64</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Jianxin Liao</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Artificial intelligence has become a crucial technology for the development of the times. In the practice of emerging engineering education about artificial intelligence, how to enhance students' understanding of artificial intelligence technology, strengthen students' enthusiasm for learning, and improve their research and application innovation ability is a key issue. This study constructs a student-centered STEM learning model that emphasizes innovative applications, so as to promote project-based learning effects for students, reduce learning burnout as well as improve their research and application capabilities. We take the design improvement and experimental result analysis of the intelligent car target tracking system as an example and verifies the effectiveness of the learning model through multi-dimensional evaluation and comparative experiments. Under the same experimental equipment and necessary project functions, we divide students into STEM learning groups and traditional project learning groups to carry out learning activities. This study focused on the learning process of the STEM learning group. The empirical analysis shows that the project completion time and quantitative evaluation of the effects are better than the general learning model.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">artificial intelligence</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">intelligent car</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning model</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">multiple evaluation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">stem education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Information technology</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Jingmin Yang</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Wenjie Zhang</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">International Journal of Emerging Technologies in Learning (iJET)</subfield><subfield code="d">Kassel University Press, 2017</subfield><subfield code="g">16(2021), 21, Seite 100-120</subfield><subfield code="w">(DE-627)51597630X</subfield><subfield code="w">(DE-600)2244179-7</subfield><subfield code="x">18630383</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:16</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:21</subfield><subfield code="g">pages:100-120</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.3991/ijet.v16i21.25001</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/3d8aa1999bd4497bbab9423acb6b13eb</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://online-journals.org/index.php/i-jet/article/view/25001</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1863-0383</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2010</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2025</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2031</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2038</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2507</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4035</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">16</subfield><subfield code="j">2021</subfield><subfield code="e">21</subfield><subfield code="h">100-120</subfield></datafield></record></collection>
score	7.3997917

Nicht das Richtige dabei?

Schreiben Sie uns!

The Student-centered STEM Learning Model Based on Artificial Intelligence Project: A Case Study on Intelligent Car

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?